The name is absent

despised "by both British and Indians" and he expressed a
concern for the community which "may well be submerged in
the turmoil of the present, trampled under by the march
of India's millions toward nationalism," (p.165)
See also, Roy, W.T. (1974) 'Hostages to Fortune: A
Socio-political study of the Anglo-Indian remnant in
India' 28 International Congress of Orientalists
Canberra, January 1971 PLURAL SOCIETIES Summer pp.55-64.

Crossette, B. (1991) stated that the education for
subordinacy bred a

... marked complacency among Anglo-Indians who prized
literacy in English but found it unnecessary and irksome
to pursue higher education. Thus one feature of
Anglo-Indian sub-culture was that its members were by and
large literate but uneducated, proficient only in a few
skilled trades, but by and large innocent of commercial
or professional skills, and with few exceptions
landless... (p.57)

See Crossette, B. (1991) 'The Gentlefolk of India, still
as English as can be' The Lucknow Journal. NEW YORK TIMES
INTERNATIONAL Thursday, June 20.

Prior to Indian Independence in 1947, Lady Mountbatten
the wife of the last Viceroy to India asked Mr. Frank
Anthony the leader of the Anglo-Indian community why the
community behaved arrogantly, because she was admonished
by an Anglo-Indian nurse for shaking hands with low-caste
hospital workers. Mr. Anthony replied,

We've been brought up to be arrogant. All our schools
were run by British principals. They taught us British
geography, British history. But they taught us nothing
about India. What did you expect us to be?

Quoted in "Lucknow Journal" June 20, 1991. This remark
is an important one, because it offers a comment on the
perception of an Anglo-Indian leader of his educational
experience in an Anglo-Indian school. In other words,
the Anglo-Indian educational experience was fitted to
serve the needs of the British Raj and not to understand
and integrate with Indian society.

Inadequate educational qualifications had led to
unemployment and poverty. Anglo-Indians living in two
slums in India were interviewed in 1990. The reason for
interviewing these Anglo-Indians was to find out their
educational experience in Anglo-Indian schools.

See also, Rutter, M. and Madge, N. (1977) Cycles of
Disadvantage: A Review of Research London: Heinemann
p.131; see also, Tizard, J; Schofield, W.N. and Hewson,
J. (1982) 'Collaboration between Teachers and parents in
assisting children's reading', BRITISH JOURNAL OF
EDUCATIONAL PSYCHOLOGY Vol.52, pp.1-5; see also, Floud,

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